The Relationship between Student Teachers' Motivation and Their Performance in Practical Education at Educational Sciences College

The purpose of the study is to examine motivation levels among student teachers and their performance in the practical education at the Educational Sciences College. To achieve this purpose, a random sample from the population of the study was selected totaling (147) student teachers from both genders in the first semester of the academic year (2011/2012) and were administered Motivation to Learning scale and Assessment Inventory of Student Teacher's Performance in the Practical Education. To analyze data obtained, the researchers used the following statistics: means, standard deviations, Pearson correlation coefficients and two way ANOVA. Results of the study indicated a positive significant correlation between two dimensions of motivation and student teacher's performance in the practical education on the domains of student teachers' assessment inventory. There were surface differences attributed to gender and year of study on the two motivation scale domains. Similarly, there were statistically significant differences on the motivational two domains attributed to gender in favor of females; while there were no significant differences attributed to years of study or interaction between gender and year of study. Significant differences were found attributed to the year of study in favor of fourth year students, whereas no significant differences were found attributed to interaction between the year of study and gender. The study recommended the need for continuous revision for the practical education programs and courses syllabus provided for student teachers to promote their practical and theoretical competencies, introducing them to world-level programs in the practical education filed, and acquired conducts and behaviors emphasized by such programs.